LANGUAGE ACQUISITION

vs. LANGUAGE LEARNING

Ricardo E. Schtz MA TESL
Apresentao desta palestra:
Phil Youngs English School, Curitiba 11/2011
TABLE OF CONTENTS
A Brief Introductory History
Language Acquisition
Language Learning
LA vs. LL
LA, LL & the Nature of
Language
Monitor & Level of
Irregularity
Spelling-Pronunciation
Correspondence
Word Stressing
Monitor & Personality
CONTENTS
Phonetic Signaling
The Age Factor
Native vs. Non-Native
Teacher
Group Size
Final Conclusions
Appendix
My Acquisition
My Wifes Acquisition
My Daughters Acquisition
Language Living-Learning
Centers
The Grammar-Translation Method, based on
language analysis, predominated until the
middle of the 20
th
century.
A BRIEF HISTORY OF LANGUAGE TEACHING METHODOLOGY
O estudo de lnguas estrangeiras, principalmente para fins de traduzir
textos bblicos, existe desde a antiguidade.
A metodologia baseada no estudo da gramtica e no exerccio da
traduo predominou at a metade do Sculo XX.
The study of second
languages, mainly for
the purpose of scripture
translation, has existed
for many centuries.
A BRIEF HISTORY OF LANGUAGE TEACHING METHODOLOGY
Up to the 1950s From the 1950s to the 80s From the 1990s on
Grammar-Translation
(written language analysis)
(language learning)
Audiolingual Approach
(spoken language analysis)
(language drilling)
Communicative Approaches
(language in use)
(language acquisition)
The audiolingual approach in the 50s was a reaction
against the grammar-translation tradition. It was
based on the then prevailing theories of
structuralism and behaviorism.
Structuralism is a theory
in linguistics that refers to
the analyses of the target
and native languages in
terms of phonology and
grammar to direct the
designing of teaching
materials.
Behaviorism is a theory
in the field of learning
psychology according to
which learning is habit
formation based on
imitation, repetition and
negative or positive
reinforcement.
A abordagem udio-oral
dos anos 50,
fundamentada nas teorias
do estruturalismo e do
comportamentalismo, se
constituiu numa reao
contra o tradicional estudo
de gramtica e traduo.
Based on new theories, Second Language
Acquisition (SLA) is a movement initiated in the
1970s against the tradition of grammar study and
also in opposition to the excessive oral drilling and
rote memorization of decontextualized language
as proposed by the audiolingual approach.
A BRIEF HISTORY OF LANGUAGE TEACHING METHODOLOGY
Novas teorias a partir da dcada de 1970 do origem a um movimento em
favor da assimilao natural de lnguas estrangeiras, contra a tradio do
estudo de gramtica e tambm contra a excessiva repetio mecnica e
decoreba de frases descontextualizadas proposta pela abordagem udio-oral.
SLA receives a push forward in the 80s with Stephen Krashens Natural
Approach based on his Acquisition-Learning hypothesis. Krashen maintains
that children and adults can acquire language naturally.
One does not need to learn and master grammatical structures and
vocabulary, nor does one need to imitate, memorize and repeat exhaustingly
chunks of the foreign language in order to attain proficiency in it.
Instead, a foreign language can be less frustratingly acquired within the
context of human interaction and through exposure to the target language.
O movimento em favor do aprendizado natural de idiomas recebe um impulso
nos anos 80 com a teoria de Stephen Krashen, baseada nos conceitos de
Acquisition e Learning. Krashen afirma que crianas e adultos podem assimilar
lnguas naturalmente.
A pessoa no precisa estudar gramtica e vocabulrio nem precisa repetir e
decorar exaustivamente frases da lngua estrangeira para se tornar proficiente.
Em vez disso, a lngua estrangeira pode ser assimilada naturalmente e de
forma menos frustrante atravs de interao em ambientes onde ela
predomina.
A BRIEF HISTORY OF LANGUAGE TEACHING METHODOLOGY
The distinction between
acquisition and learning and the
need for comprehensible input
are the foundations of Krashens
theory.
A distino entre os conceitos de acquisition e learning e a
importncia de comprehensible input so os fundamentos
da teoria de Krashen.
A BRIEF HISTORY OF LANGUAGE TEACHING METHODOLOGY
LANGUAGE ACQUISITION
Language acquisition refers to
the natural assimilation of
languages, by means of intuition
and subconscious learning.
LANGUAGE ACQUISITION
ASSIMILAO NATURAL
Language acquisition refere-se ao processo de assimilao
natural de lnguas, num processo intuitivo e subconsciente.
LANGUAGE ACQUISITION
Language acquisition is the product of
real interactions between people in
environments of the target language and
culture, where the learner, as an active
player, develops his communicative ability.
Assimilao natural de lnguas fruto de convvio humano,
de situaes reais de interao em ambientes da lngua-
alvo e sua cultura, onde o aprendiz, como protagonista,
desenvolve sua habilidade comunicativa.
This is language acquisition.
Like the chameleon, which
changes color to integrate
its surroundings, any person
will acquire the language of
the social environment they
belong.
LANGUAGE ACQUISITION
Assim como o camaleo muda de cor para se integrar ao
ambiente em que se encontra, qualquer pessoa assimilar
a linguagem do grupo social a que estiver pertencendo.
LANGUAGE ACQUISITION
A common example of second language
acquisition are the adolescents and
young adults that live abroad for a year
in exchange programs, often attaining
near native fluency, while knowing little
about the language. They have a good
pronunciation without a notion of
phonology, don't know what the perfect
tense is, modal or phrasal verbs are,
but intuitively they recognize and know
how to use all the structures.
Exemplo comum de
language acquisition
so os adolescentes e
jovens adultos que
residem no exterior
durante um ano
atravs de programas
de intercmbio cultural,
atingindo um grau de
fluncia na lngua
estrangeira prximo ao
da lngua materna,
porm, na maioria dos
casos, sem nenhum
conhecimento a
respeito do idioma.
No tm sequer
noes de fonologia,
nem sabem o que
perfect tense, verbos
modais, ou phrasal
verbs embora saibam
us-los intuitivamente.
LANGUAGE LEARNING
Language learning refers to the analysis
and study of the language as a system,
primarily in its written form. The objective
is to understand the structure of the
language and produce knowledge about it.
LANGUAGE LEARNING
ESTUDO FORMAL
Language learning refere-se anlise e ao estudo formal da
lngua como um sistema e principalmente na sua forma escrita.
O objetivo entender sua estrutura e produzir conhecimento.
It has been the
traditional approach
to the study of
languages for
centuries and is still
today practiced in
high schools
worldwide.
LANGUAGE LEARNING
Esta tem sido a abordagem tradicional ao ensino de lnguas estrangeiras,
h sculos, e continua sendo adotada no Ensino Mdio de muitos pases.
LANGUAGE LEARNING
This is language learning.
But in face of
the complex-
ity and irreg-
ularity of the
languages, it
often leads to
nowhere.
Mas face complexidade e irregularidade das lnguas, o
estudo da gramtica normalmente no produz resultado.
LANGUAGE LEARNING
The many graduates in Brazil
with arts degrees in English are
classic examples of language
learning. They are certified
teachers with knowledge about
the language and its literature but
able to communicate in English
only with poor pronunciation,
limited vocabulary and lacking
awareness of the target culture.
Exemplo clssico de language learning so os inmeros graduados
em letras, com conhecimento sobre a lngua e sua literatura, j
credenciados, porm ainda com claras limitaes em se comunicarem
na lngua e na cultura que teoricamente poderiam ensinar.
ACQUISITION vs. LEARNING
LEARNING ACQUISITION
Artificial Natural
Technical Personal
Priority on the written
language
Priority on the spoken
language
Theory (language analysis) Practice (language in use)
Deductive teaching (rule-
driven; top-down)
Inductive coaching (rule-
discovery; bottom-up)
Preset syllabus Improvised activities
Activities ABOUT the
language
Activities IN the language
Focus on form Focus on communication
Produces knowledge Produces an ability
To understand better how the
concepts of acquisition and
learning can affect language
teaching, we need to look at
the nature of language first.
ACQUISITION vs. LEARNING
Para melhor entendermos as implicaes dos conceitos
de acquisition e learning no ensino de lnguas, devemos
primeiramente considerar a natureza das lnguas.
Ao contrrio das cincias exatas, lnguas so sistemas orais
complexos, criativos, arbitrrios, irregulares, mostrando um
acentuado grau de tolerncia a variaes, repletos de
ambiguidades e em constante mutao aleatria.
THE NATURE OF LANGUAGE
ACQUISITION, LEARNING & THE NATURE OF LANGUAGE
In contrast to natural sciences,
languages are complex, arbitrary,
irregular speech systems, full of
ambiguities, in constant random
and uncontrollable evolution.
Even if some partial
knowledge of the structure
of the language is attained,
it is not easily transformed
into communicative ability.
ACQUISITION, LEARNING & THE NATURE OF LANGUAGE
Mesmo que algum conhecimento parcial do funcionamento
da lngua seja alcanado, o mesmo no se transforma em
habilidade comunicativa facilmente.
What happens in fact is the
opposite: to understand the
functioning of a language
with its irregularities is a
result of being familiar with it.
ACQUISITION, LEARNING & THE NATURE OF LANGUAGE
O que ocorre na verdade uma dependncia contrria: compreender
o funcionamento do idioma como um sistema e conhecer suas
irregularidades, depende de familiaridade com o mesmo.
Grammar, word choice
and pronunciation will be
employed appropriately if
it sounds right.
ACQUISITION, LEARNING & THE NATURE OF LANGUAGE
Gramtica e pronncia corretas, bem como uso eficaz
de vocabulrio ocorrero como resultado do soar bem.
Accuracy is a result of
exposure to accurate language.
ACQUISITION, LEARNING & THE NATURE OF LANGUAGE
Falar bem resultado de contato com a lngua
bem falada.
Therefore, foreign language analysis and the
deductive, rule-driven study of grammar are not only
ineffective to produce communicative ability, but also
frustrating. It is much easier and more enjoyable to
acquire a language than it is to learn a language. In
fact, grammar rules and their inevitable exceptions
will only make sense and be learned after a certain
level of proficiency has been acquired.
ACQUISITION, LEARNING & THE NATURE OF LANGUAGE
Portanto, o estudo analtico e dedutivo da lngua estrangeira, o
esforo intelectual para aprender suas regras gramaticais, alm
de ineficazes, so frustrantes. mais fcil e prazeroso assimilar
naturalmente uma lngua do que estud-la. Na verdade, regras
gramaticais e suas inevitveis excees somente faro sentido
e podero ser aprendidas, depois de se ter desenvolvido um
certo nvel de proficincia.
If we want to learn about a language,
we have to acquire it first.
Conclusion:
ACQUISITION, LEARNING & THE NATURE OF LANGUAGE
Para se aprender a gramtica de uma lngua,
preciso primeiramente saber falar esta lngua.
MONITOR & LEVEL OF IRREGULARITY
KRASHENS MONITOR HYPOTHESIS AND THE
IRREGULARITY OF THE TARGET LANGUAGE
In his Monitor Hypothesis Krashen admits that the knowledge
obtained through formal study (language learning) can serve to
monitor speaking. Krashen, however, doesn't specify the
language that would be the object of study, but it is logical to
assume that he was referring to Spanish because Spanish is the
dominant foreign language in the United States, and particularly
in the state of California, where Prof. Krashen lives and works.
Krashen reconhece que conhecimento gramatical pode ajudar a
monitorar a fala. Entretanto, ele no especifica qual seria a lngua a ser
estudada, mas de se supor que estivesse se referindo ao espanhol, a
lngua estrangeira de maior presena nos EUA e especialmente no
estado da Califrnia, onde o Prof. Krashen mora e trabalha.
But what if the target language is English
and the learners are Brazilian?
MONITOR & LEVEL OF IRREGULARITY
Mas se a lngua a ser aprendida for ingls e os
alunos forem brasileiros?
The effectiveness of the monitoring function (made
possible by the knowledge of grammar rules) is
directly proportional to the degree of regularity of
the target language. If there is regularity, there can
be a rule and such a rule will be useful to produce
and monitor language.
On the other hand, the lower the regularity, the
fewer the rules and the more limited the monitoring.
MONITOR & LEVEL OF IRREGULARITY
A eficcia da funo de monitoramento da produo oral (possibilitada
pelo conhecimento de regras gramaticais) diretamente proporcional ao
grau de regularidade da lngua-alvo. Se houver regularidade, haver uma
regra, a qual ser til para produzir e monitorar a fala.
Por outro lado, quanto menor o grau de regularidade, tanto menos as
regras e mais limitado o monitoramento.
How irregular is English?
MONITOR & LEVEL OF IRREGULARITY
Qual o grau de irregularidade do ingls?
SPELLING-PRONUNCIATION CORRESPONDENCE
In English there are multiple ways of spelling each
phoneme, similarly, multiple ways to pronounce
individual letters.
This very poor correspondence between spelling and
pronunciation is one of the most obvious irregularities
of English and makes it one of the most irregular of
all languages.
1
st
EXAMPLE OF IRREGULARITY:
SPELLING-PRONUNCIATION CORRESPONDENCE
Em ingls, h vrias maneiras de se pronunciar cada letra, assim como
h vrias maneiras de se soletrar cada fonema.
Esta falta de correlao entre ortografia e pronncia uma das
irregularidades mais evidentes do ingls, tornando-o uma das lnguas
mais irregulares que se conhece.
SPELLING-PRONUNCIATION CORRESPONDENCE
To demonstrate:
The vowel grapheme a corresponds to one sound in Spanish
and two sounds in Portuguese (e.g. casa, cama). How many
possible interpretations are there in English?
A. Two
B. Three
C. Four
D. Five
E. Six
a six
1. /;/ as in able, make, table
2. /a/ as in apple, at, cat, past
3. /c/ as in car, father, park
4. /:/ as in air, care, chair
5. /v/ as in awful, ball, law, walk
6. /./ as in about, global, island
A letra a corresponde a 1 som
em espanhol e a 2 em portugus
(ex.: casa, cama). Quantas inter-
pretaes ela tem em ingls?
SPELLING-PRONUNCIATION CORRESPONDENCE
To demonstrate:
How many possible interpretations are there
for the vowel grapheme i?
A. Two
B. Three
C. Four
D. Five
E. Six
i six
1. /(/ as in elite, machine, pizza, ski
2. /!/ as in bit, his, in, liquor
3. /c,/ as in bite, night, polite
4. /,/ as in boy, noise, toilet, void
5. /./ as in bird, firm, pencil
6. /mute/ as in fruit, suitcase, parliament,
sovereignty
In Spanish one; in Portuguese one
A letra i corresponde a 1 nico
som em espanhol e em portugus
(ex.: vida, igreja). Quantas
interpretaes ela tem em ingls?
SPELLING-PRONUNCIATION CORRESPONDENCE
How many possible interpretations are there
for the grapheme oo in English?
A. One
B. Two
C. Three
D. Four
E. Five
To demonstrate:
oo five
1. /./ as in boot - /c.//
2. /|/ as in book - /c|r/
3. /./ as in blood - /c.c/
4. /r/ as in brooch - /c:rc/
5. /v/ as in door - /cv:/
Seria de se esperar que
o grafema oo em ingls
correspondesse a uma
nica interpretao
fontica. Entretanto ...
SPELLING-PRONUNCIATION CORRESPONDENCE
To demonstrate:
In how many different ways can we pronounce
the consonant grapheme s?
A. Two
B. Three
C. Four
D. Five
s five
1. /./ as in basic, past, say
2. /z/ as in because, rose
3. // as in sugar, sure
4. /./ as in casual, usually, television
5. /mute/ as in aisle, island
In Spanish one; in Portuguese two
A letra s corresponde a 2 sons
em portugus (ex.: sala, casa) e
1 nico som em espanhol (ex.:
sol, casa, ms). Quantas
interpretaes ela tem em ingls?
SPELLING-PRONUNCIATION CORRESPONDENCE
The frustration of the EFL learner never ends:
1. bough /ccz/
2. cough /rv|/
3. dough /cr/
4. rough /:.|/
5. through /-:./
6. hiccough /i!r.;/
A frustrao parece no ter fim, como pode-
se constatar neste exemplo clssico.
SPELLING-PRONUNCIATION CORRESPONDENCE
This is irregularity!
Isto irregularidade!
SPELLING-PRONUNCIATION CORRESPONDENCE
Spanish shows a higher degree of regularity when compared
to English, especially in its almost perfect correspondence
between the written language and its pronunciation.
Therefore, when interpreting Krashen's theory we can
logically infer that his belief on the superiority of
acquisition over learning would be more emphatic if the
object of study and analysis had been English as the
target language instead of Spanish.
Espanhol mostra um grau de regularidade superior ao do ingls,
principalmente na quase perfeita correlao entre pronncia e ortografia,
onde uma a representao quase perfeita da outra.
Portanto, ao interpretarmos a teoria de Krashen, podemos deduzir
que seus argumentos sobre a superioridade de acquisition seriam
mais concludentes se a lngua-alvo de seus estudos tivesse sido
ingls, em vez de espanhol.
WORD STRESSING
2
nd
EXAMPLE OF IRREGULARITY:
WORD STRESSING
According to Gillian Brown:
The stress pattern of a polysyllabic word is a very
important identifying feature of the word. We
store words under stress patterns and we find it
difficult to interpret an utterance in which a word
is pronounced with the wrong stress pattern.
A acentuao tnica de uma palavra polissilbica elemento
importante para sua identificao. Nossa memria registra palavras
pela acentuao tnica e torna-se difcil reconhec-las quando
pronunciadas com o acento tnico errado. (Gillian Brown)
If learners internalize new words with
the wrong stress pattern, not only their
speech may become unintelligible but
also they may fail to recognize that
word when they hear it.
WORD STRESSING
Se aprendizes assimilarem palavras novas com
acentuao tnica errada, no s tero dificuldades em
se fazerem entender, como tambm tero dificuldades
em reconhecer essas palavras quando as escutarem.
Words in Portuguese (as well as in Spanish) are stressed
predominantly on the one before the last syllable, and
when they are one of the other two options, often there is a
graphic accent to indicate so.
WORD STRESSING
PORTUGUESE
Oxtonas
(stress on the last syllable)
caf, estudar,
computador, avio
Paroxtonas
(stress on one before the last)
casa, modelo, bonito,
cadeira
Proparoxtonas
(stress on two before the last)
fgado, metrpole,
hemoflico
Palavras em portugus (e espanhol) so normalmente paroxtonas,
quando forem oxtonas, frequentemente tero acentuao grfica e,
quando forem proparoxtonas, sempre tero acentuao grfica.
What about English?
WORD STRESSING
E como ser o ingls?
PORTUGUESE ENGLISH
Oxtonas
(stress on the last syllable)
caf, estudar,
computador, avio
hotel, control, police,
improve, exchange *
Paroxtonas
(stress on one before the last)
casa, modelo,
bonito, cadeira
table, video, English,
important, united, evolution
Proparoxtonas
(stress on two before the last)
fgado, metrpole,
hemoflico
excellent, hospital,
government, photographer
Stress on three before the
last
----
approximately, significantly,
intelligible, objectionable
Double stress
----
characteristic, category,
necessary, dictionary
* only two-syllable words
English, on its turn, has five possibilities of
word stress, none is predominant, and there
is no graphic indication whatsoever.
WORD STRESSING
Palavras em ingls, por sua vez, apresentam cinco possibilidades de acentuao tnica,
sendo que nenhuma predominante e no existe na lngua qualquer indicao ortogrfica.
This is also irregularity!
WORD STRESSING
Therefore, when interpreting Krashen's theory
we can again assume that his belief on the
superiority of acquisition over learning would
be more emphatic if the object of study and
analysis had been English as the target
language instead of Spanish.
Portanto, ao interpretarmos a teoria de Krashen, podemos deduzir
novamente que seus argumentos a respeito da superioridade de
acquisition sobre learning seriam mais concludentes se a lngua-
alvo de seus estudos tivesse sido ingls, em vez de espanhol.
MONITOR & LEVEL OF IRREGULARITY
ACQUISITION vs. LEARNING EFFICIENCY AS RELATED TO THE LEVEL OF LANGUAGE
IRREGULARITY
Conclusions:
MONITOR & LEVEL OF IRREGULARITY
1. If we want to learn about a language,
we have to acquire it first.
2. The more irregular the target
language, the more limited the
result of studying it.
Para se aprender a gramtica de uma lngua, preciso primeiramente
saber falar esta lngua.
Quanto maior a irregularidade da lngua-alvo, tanto menor a
utlidade de se estud-la.
MONITOR & PERSONALITY
The effect of grammar knowledge on
a person's communicative skills
depends significantly on that
person's personality.
MONITOR AND LEARNERS PERSONALITY
O efeito do conhecimento gramatical sobre a habilidade
comunicativa da pessoa depender muito da caracterstica
de personalidade de cada um.
MONITOR & PERSONALITY
Introverts, who normally lack self-
confidence and often are perfectionists, will
benefit little from understanding the grammar
of the language and its irregularities. The
result can be even adverse, in the case of
languages with a high degree of irregularity
such as English.
INTROVERTS
Pessoas que tendem introverso, falta de autoconfiana ou ao
perfeccionismo, pouco se beneficiaro de conhecimento da estrutura da
lngua e de suas irregularidades. O efeito pode at ser adverso, no caso
de uma lngua com alto grau de irregularidade como o ingls.
MONITOR & PERSONALITY
After years of English learning in high school (grammar-
translation) and language schools (audio-lingual), where
natural deviations are classified as errors and are promptly
corrected and repressed, the student who is
insecure by nature may develop a mental
block that discourages spontaneity due to
his awareness from experience that there is
a high probability of making a mistake.
Com pouco contato com a lngua falada e depois de anos de ingls inspirado
em learning no ensino mdio e em alguns cursos livres, onde desvios naturais
de linguagem so classificados como "erros" e prontamente corrigidos e
reprimidos, o aluno adquire conscincia da alta probabilidade de se cometer
erros com a lngua. Para aqueles que por sua natureza so inseguros, isto
pode se transformar num bloqueio que compromete a espontaneidade.
Estudei ingls por 4 anos, o que descobri ser muito pouco para quem tem
verdadeira inteno de aprender e obter fluncia. Estou desesperadamente
a procura de uma sequncia para meus estudos, pois no consegui me
soltar na conversao justamente por insegurana.
Bete Freitas 3/1/02
J fiz vrios cursos, inclusive me formei com mais ou menos uns 5 anos de
curso de ingls. No momento estou fazendo um curso preparatrio para o
exame de Cambridge (FCE - First Certificate in English) e na verdade no
consigo de jeito nenhum falar com as pessoas em ingls.
Renata Lemos, 15/5/00
INTERESTING ACCOUNTS TO ILLUSTRATE:
MONITOR & PERSONALITY
In my case, I had a hard time becoming fluent in the second language because
of the interference of two factors. The first factor was learning strategy, which
was translating (L2 to L1 to L2 again) due the fact that my foreign language
classes focused on the Grammar-Translation method. It was slow and caused
me a lot of headaches and frustration. Then later I spent a whole year translating
while I was an exchange student. The second interference was low self-esteem,
the belief of not being able to produce L2, due to the oppressed education I
experienced in undergraduate school in Brazil. Professors believed that low
grades reflect a hard school (meaning "good"), so nothing was good enough.
Undergraduate students got to graduation scared to use the target language.
Marlia Conte Daros, <http://pegasus.cc.ucf.edu/~gurney/LangConn.htm>
MONITOR & PERSONALITY
No meu caso, tive muita dificuldade para me tornar fluente na segunda lngua (ingls) devido
interferncia de dois fatores. O primeiro foi a estratgia de aprendizado, baseada em
traduo (da L2 para a L1 e para a L2, novamente) com aulas inspiradas pelo mtodo de
traduo e gramtica. Era lento e me dava dores de cabea e frustrao. Depois, passei um
ano inteiro traduzindo durante um programa de intercmbio. A segunda interferncia foi baixa
autoestima, acreditando no conseguir produzir a L2 devido a uma educao opressiva
vivenciada em meu curso universitrio no Brasil. Os professores acreditavam que notas
baixas refletiam um curso puxado (significando bom), ento nada era suficientemente bom.
Os alunos se formavam com medo de usar a lngua estrangeira. (minha traduo)
Gostaria de comear a dar aula de ingls; fao h 10 anos na
escola *****, estou no ltimo livro. Mas no momento estou com
muitas dificuldades em pronncia e com dificuldade na
conversao. normal isto para uma pessoa que faz 10 anos
de ingls?
Clarice Almeida, 26/10/2004
MONITOR & PERSONALITY
I would like to start teaching English; Ive been studying it for 10 years at *****,
now in the last book of the series. But I still have a lot of difficulties with
pronunciation and conversation. Is that normal for a person that has studied
English for 10 years?
MONITOR & PERSONALITY
Extroverts, who talk too spontaneously, also benefit little
from learning. Their monitoring function is almost
inoperative and subject to an impulsive personality that
manifests itself without much concern with accuracy. The
only ones who benefit from learning are people whose
personalities are midway between introvert and extrovert,
and manage to apply the monitoring function in a moderate
and effective form.
EXTROVERTS
Pessoas que tendem extroverso, a falar muito, de forma espontnea e improvi-
sada, tambm pouco se beneficiaro do conhecimento gramatical obtido atravs de
learning, uma vez que a funo de monitoramento quase inoperante, est
submetida a uma personalidade intempestiva que se manifesta sem maior cautela.
Os nicos que se beneficiam de learning, so as pessoas cujas caractersticas de
personalidade se situam num ponto intermedirio entre a introverso e a extroverso,
e que conseguem aplicar a funo de monitoramento de forma moderada e eficaz.
MONITOR & PERSONALITY
In addition, monitoring will only function if there are 3 simultaneous
conditions:
Concern with form: The learner must be concerned with
correctness of the linguistic form in addition to the content of the
message.
Knowledge of the rules: There must be a rule that applies to
the case and the learner knows the rule and existing exceptions.
Time availability: When producing language, the learner must
have enough time to assess the alternatives provided by the
applicable rules.
Alm disso, este monitoramento s funcionar se ocorrerem 3 condies simultaneamente:
Preocupao com a forma: que a pessoa concentre ateno no apenas no contedo
da mensagem, no ato da comunicao, mas tambm e principalmente na forma utilizada.
Existncia e conhecimento da regra: que haja uma regra que se aplique ao caso, e
que a pessoa tenha conhecimento desta regra bem como das possveis excees.
Tempo suficiente: que a pessoa disponha de tempo suficiente para avaliar as
alternativas com base nas regras incidentes.
MONITOR & PERSONALITY
LEARNING EFFICIENCY AS RELATED TO PERSONALITY
Conclusions:
1. If we want to learn about a language, we
have to acquire it first.
2. The more irregular the target language,
the more limited the result of studying it.
3. The applicability of the monitor is
narrow.
MONITOR & PERSONALITY
Para se aprender a gramtica de uma lngua, preciso primeiramente
saber falar esta lngua.
Quanto maior a irregularidade da lngua-alvo, tanto menor a utilidade
de se estud-la.
A utilidade da funo de monitoramento da fala limitada.
Phonetic signaling in linguistics is the quantity
of phonetic output per unit of meaning.
Different languages have different levels of
phonetic signaling. In other words, the
number of syllables per word can be very
different.
PHONETIC SIGNALING
PHONETIC SIGNALING
Sinalizao fontica, em lingustica, a quantidade de som articulado
por unidade de significado.
Diferentes lnguas podem ter diferentes graus de sinalizao fontica.
Ou seja, podem ter um nmero maior ou menor de slabas por palavra.
PHONETIC SIGNALING
For example:
It takes 1 syllable to say dog while it
takes 3 syllables to convey the same
meaning in Portuguese: cachorro.
Pronunciamos apenas 1 slaba para dizer dog, enquanto que
precisamos pronunciar 3 slabas para transmitir o mesmo
significado em portugus: cachorro.
Try it yourself:
1. Take the syllable as the unit of sound and
the word as the unit of meaning.
2. List a few common words from your
surroundings in English and Portuguese.
3. Add the total number of syllables for each
language.
PHONETIC SIGNALING
Faa voc mesmo uma experincia:
1. Considere a slaba como unidade de som e a palavra como
unidade de significado.
2. Faa uma lista de palavras comuns em ingls e portugus.
3. Some o total de slabas em cada lngua.
PHONETIC SIGNALING
Example:
table (2)
book (1)
computer (3)
pen (1)
chair (1)
dog (1)
tired (2)
work (1)
sleep (1)
bed (1)
-------
14
mesa (2)
livro (2)
computador (4)
caneta (3)
cadeira (3)
cachorro (3)
cansado (3)
trabalho (3)
dormir (2)
cama (2)
-------
27
First, the number of monosyllabic words in
English is significantly higher when
compared to Portuguese. Ex:
bad - mau
ball - bo-la
bed - ca-ma
beer - cer-ve-ja
beet - be-ter-ra-ba
black - pre-to
blood - san-gue
book - li-vro
boy - me-ni-no
bread - po
brick - ti-jo-lo
bus - -ni-bus
can - la-ta
car - car-ro
cat - ga-to
chair - ca-dei-ra
cheap - ba-ra-to
chin - quei-xo
chip - las-ca
clock - re-l-gio
coat - ca-sa-co
corn - mi-lho
cup - x-ca-ra
cut - cor-te
PHONETIC SIGNALING
O nmero de palavras
monossilbicas em ingls
muito maior.
Even analyzing Portuguese monosyllables,
we will hardly find more syllables in their
English counterparts. Ex:
ar - air
bem - well
bom - good
cu - sky
ch - tea
cho - floor
dar - give
dor - pain
eu - I
giz - chalk
ir - go
l - there
ler - read
luz - light
mal - bad
mo - hand
mar - sky
ms - tea
no - no
ns - we
po - bread
par - pair
p - foot
p - dust
quem - who
rei - king
sal - salt
sim - yes
sol - sun
som - sound
sul - south
ter - have
trem - train
ver - see
vir - come
voz - voice
PHONETIC SIGNALING
Mesmo
analisando
monosslabos
do portugus,
dificilmente se
encontra um
nmero maior
de slabas em
seus correspon-
dentes em
ingls.
Even comparing polysyllables of common origin
we find English words to be shorter in
pronunciation. Ex:
a-gri-cul-ture /a :! r. c.:/ - a-gri-cul-tu-ra
ca-len-dar /ra .t c.:/ - ca-len-d-rio
cho-colate /cc r.// - cho-co-la-te
ci-ty /.! /(/ - ci-da-de
de-part-ment /c! ;c:/ r.t// - de-par-ta-men-to
im-por-tant /!r ;v: /.t// - im-por-tan-te
ma-chine /r. (t/ - m-qui-na
na-ture /t; c.:/ - na-tu-re-za
stu-dent /./. c.t// - es-tu-dan-te
tem-pera-ture //:r ;.: c|:/ - tem-pe-ra-tu-ra
PHONETIC SIGNALING
Mesmo
comparando
polisslabos de
origem comum,
observa-se que
no ingls eles
so sempre
mais curtos.
PHONETIC SIGNALING
We can see that English is substantially
more economical and compact than
Spanish and Portuguese. It provides
approximately half the quantity of
phonetic information to convey the
same meaning.
Podemos constatar que o ingls significativamente mais
econmico e compacto do que espanhol e portugus.
Oferece aproximadamente a metade da informao fontica
para transmitir os mesmos significados.
Difficulties in second-language
speech recognition are strongly
aggravated when the quantity of
phonetic information provided by
the target language is smaller
than the learners mother tongue.
PHONETIC SIGNALING
A dificuldade de entendimento da lngua estrangeira falada
significativamente agravada se a quantidade de informao
fontica for menor que a da lngua materna.
This is because the receiver of
the message not only receives
fewer clues about each unit of
meaning but also has less time to
decode and process the meaning
of the whole.
PHONETIC SIGNALING
A dificuldade decorre no apenas do fato de que o aprendiz
ouvinte recebe menos pistas sobre cada unidade de
significado, mas tambm porque dispe de menos tempo para
decodificar os significados e processar a ideia em seu todo.
This means that more time needs
to be devoted to the practice of
the spoken language (especially
listening) and less time spent on
translation, grammar rules and
vocabulary memorization.
PHONETIC SIGNALING
Conclui-se disso que mais tempo deve ser dedicado prtica
oral (especialmente listening) e menos tempo em traduo,
gramtica e memorizao de vocabulrio.
Conclusions:
1. If we want to learn about a language, we have
to acquire it first.
2. The more irregular the target language, the
more limited the result of studying it.
3. The applicability of the monitor is narrow.
4. English scarcity of phonetic clues indicate
the need for oral practice rather than study.
PHONETIC SIGNALING
Para se aprender a gramtica de uma lngua, preciso primeiramente saber falar esta
lngua.
Quanto maior a irregularidade da lngua-alvo, tanto menor a utilidade de se estud-la.
A utilidade da funo de monitoramento da fala limitada.
A escassez de pistas fonticas do ingls reforam a necessidade de prtica oral
em vez de estudo.
THE AGE FACTOR
The majority of studies as well as the
experience of those in the field of SLA
indicate that the lower the age the
easier, the faster and the more
complete the learning will be.
THE AGE FACTOR
A maioria dos estudos existentes, bem como as experincias
de quem observa e acompanha o aprendizado de lnguas
estrangeiras, evidenciam que quanto menor a idade, mais
fcil, mais rpido e mais completo ser o aprendizado.
THE AGE FACTOR
For children, the discovery of the
world around them, the acquisition
of language and the cognitive
development are natural, parallel,
and interlinked events that depend
on firsthand experiences.
Na infncia, a descoberta do mundo, a aquisio da fala
e o desenvolvimento cognitivo so processos naturais,
paralelos e interligados que dependem de experincias
concretas, de percepo direta.
THE AGE FACTOR
In adulthood the persons cognitive development
has already reached a level of maturity. The
larger inventory of life experiences enables
adults to more easily deal with abstract concepts
and store secondhand knowledge.
O adulto j passou por grande parte de seu desenvolvimento
cognitivo. Com um caminho maior j percorrido e uma
bagagem maior acumulada, o adulto tem a capacidade de
lidar com conceitos abstratos e hipotticos e acumular
conhecimento adquirido por outros.
THE AGE FACTOR
It explains their tendency to rely on
analysis and study of the target
language to compare with the
native language. It also explains
why adult learners can more easily
submit themselves to artificial use
of the target language for the sake
of practice and learning.
Isto explica a capacidade superior dos adultos de compreender
a estrutura gramatical da lngua estrangeira e de compar-la
da sua lngua materna. Explica tambm a tolerncia superior dos
adultos quando submetidos a situaes artificiais com o
propsito de exercitarem lnguas estrangeiras.
THE AGE FACTOR
Therefore, not considering individual differences
like personality, motivation, hearing, and taking
the normal learner as a sample, we can say that
the lower the age, the more efficient acquisition
will be over learning.
Portanto, desconsiderando fatores pessoais como
personalidade, motivao, acuidade auditiva, e tomando
como amostra o aprendiz normal, poderamos afirmar que
quanto menor a idade, maior a eficcia de acquisition.
THE AGE FACTOR
ACQUISITION vs. LEARNING EFFICIENCY AS RELATED TO AGE
Conclusions:
1. If we want to learn about a language, we have to
acquire it first.
2. The more irregular the target language, the more limited
the result of studying it.
3. The applicability of the monitor is narrow.
4. English scarcity of phonetic clues indicate the need for
oral practice rather than study.
5. The younger the learner, the more efficient
acquisition will be over learning.
THE AGE FACTOR
Para se aprender a gramtica de uma lngua, preciso primeiramente saber falar esta lngua.
Quanto maior a irregularidade da lngua-alvo, tanto menor a utilidade de se estud-la.
A utilidade da funo de monitoramento da fala limitada.
A escassez de pistas fonticas do ingls reforam a necessidade de prtica oral em vez de
estudo.
Quanto mais jovem for o aprendiz, maior ser a eficcia de acquisition sobre learning.
NATIVE vs. NON-NATIVE TEACHER
Native or near-native and non-native
teachers have different talents.
Likewise, acquisition-inspired and
learning-inspired language programs
require different talents.
NATIVE vs. NON-NATIVE TEACHER
Professores nativos ou equivalentes e no-nativos possuem
diferentes talentos.
Programas inspirados em acquisition e learning exigem
diferentes talentos.
NATIVE vs. NON-NATIVE TEACHER
Language teaching in Brazil is predominantly
based on language learning, strictly following a
syllabus and analyzing the written language or
following sequences of lessons with oral drills and
repetition exercises. For this kind of teaching,
non-native teachers with the experience of
"already having walked down the same path,"
may have an advantage over native speakers.
O ensino de lnguas no Brasil predominantemente baseado em learning,
atrelado a planos didticos e analisando a lngua na sua forma escrita ou
em lies sequenciais de exerccios orais repetitivos. Para este modelo de
ensino, professores no-nativos com a experincia de j terem trilhado o
mesmo caminho provavelmente estaro em vantagem, frente a nativos.
NATIVE vs. NON-NATIVE TEACHER
In language acquisition, however, the
primary goal is human interaction, in which
one functions as a facilitator, providing
plenty of comprehensible input, and
through which the other (the learner)
selects his own route building his skill in a
direction that interests him personally or
professionally.
Numa abordagem inspirada em language acquisition, entretanto, o objetivo
principal a interao e o ato comunicativo, onde o instrutor funciona como
um facilitador, proporcionando linguagem compreensvel, atravs da qual o
aprendiz traa seu prprio caminho, desenvolvendo suas habilidades na
direo de seus interesses pessoais ou profissionais.
NATIVE vs. NON-NATIVE TEACHER
Instead of a
syllabus, language
acquisition
programs offer
intercultural
communication
through a personal
relationship.
Em vez de um plano didtico, programas inspirados em
language acquisition oferecem comunicao intercultural
atravs de um relacionamento pessoal.
NATIVE vs. NON-NATIVE TEACHER
Here, the presence of genuine representatives
of the language and culture that one intends to
assimilate is fundamental. Native or near-
native instructors, therefore, have a clear
advantage in a communicative approach,
inspired by the concept of language
acquisition.
See http://www.sk.com.br/sk-nativo.html for more (in Portuguese)
Aqui, a presena de representantes autnticos da lngua e da cultura que
se busca assimilar fundamental. Instrutores nativos, portanto, levam
larga vantagem numa abordagem comunicativa, inspirada pelo conceito de
language acquisition.
Leia mais sobre este tema em: http://www.sk.com.br/sk-nativo.html
NATIVE vs. NON-NATIVE TEACHER
Conclusions:
1. If we want to learn about a language, we have to acquire it first.
2. The more irregular the target language, the more limited the result
of studying it.
3. The applicability of the monitor is narrow.
4. English scarcity of phonetic clues indicate the need for oral
practice rather than study.
5. The younger the learner, the more efficient acquisition will be over
learning.
6. Acquisition-inspired programs require native-like
performance models.
1. Para se aprender a gramtica de uma lngua, preciso primeiramente saber falar esta lngua.
2. Quanto maior a irregularidade da lngua-alvo, tanto menor a utilidade de se estud-la.
3. A utilidade da funo de monitoramento da fala limitada.
4. A escassez de pistas fonticas do ingls reforam a necessidade de prtica oral em vez de estudo.
5. Quanto mais jovem for o aprendiz, maior ser a eficcia de acquisition sobre learning.
6. Programas inspirados em language acquisition exigem modelos nativos de performance.
GROUP SIZE
How important is group size in
the implementation of acquisition-
and learning-inspired programs?
GROUP SIZE
Qual a importncia do nmero de participantes por
grupo na implementao de programas inspirados em
acquisition e learning?
GROUP SIZE
Group size is vitally important in the
implementation of second language acquisition
programs. For acquisition to take place the
target language and culture must prevail all the
time in the group activities. The bigger the
number of learners, the more difficult will be for
instructors to impose their language and less
personal will be the interaction with each learner.
O tamanho do grupo tem um impacto muito grande na implementao de
programas de ensino de lnguas inspirados em language acquisition. Isto
porque acquisition pressupe a predominncia da lngua e da cultura do
instrutor no ambiente da sala de aula. Quanto maior o nmero de
aprendizes no grupo, tanto maior a dificuldade do instrutor para impor sua
lngua nas atividades e menos pessoal o contato deste com cada aluno.
GROUP SIZE
If we are forced to teach large groups of
students for circumstances beyond our
control, we will have to rule out language
acquisition and rely primarily on
language learning.
This is the reality of language teaching in
the majority of the high schools in Brazil
and worldwide.
Se formos forados a trabalhar com grupos numerosos, teremos que
desistir de acquisition e recorrer a learning. Em verdade, esta a
realidade predominante no ensino de lnguas no Brasil e no mundo.
GROUP SIZE
GROUP SIZE
ACQUISITION vs. LEARNING EFFICIENCY AS RELATED TO GROUP SIZE
Conclusions:
1. If we want to learn about a language, we have to acquire it first.
2. The more irregular the target language, the more limited the result of
studying it.
3. The applicability of the monitor is narrow.
4. English scarcity of phonetic clues indicate the need for oral practice
rather than study.
5. The younger the learner, the more efficient acquisition will be over
learning.
6. Acquisition-inspired programs require native-like performance models.
7. Acquisition-inspired programs require small groups.
GROUP SIZE
1. Para se aprender a gramtica de uma lngua, preciso primeiramente saber falar esta lngua.
2. Quanto maior a irregularidade da lngua-alvo, tanto menor a utilidade de se estud-la.
3. A utilidade da funo de monitoramento da fala limitada.
4. A escassez de pistas fonticas do ingls reforam a necessidade de prtica oral em vez de estudo.
5. Quanto mais jovem for o aprendiz, maior ser a eficcia de acquisition sobre learning.
6. Programas inspirados em language acquisition exigem modelos nativos de performance.
7. Programas inspirados em language acquisition exigem grupos pequenos.
FINAL CONCLUSIONS
We can draw additional conclusions
from Krashens theory:
That language acquisition is
more efficient than language
learning for attaining functional
skill in a foreign language not
only in childhood.
Pode-se tirar concluses adicionais da teoria de Krashen:
Que language acquisition mais eficaz do que language learning para se
alcanar habilidade funcional na lngua estrangeira, no apenas na infncia.
FINAL CONCLUSIONS
Language learning is limited to a
complementary role in the form of support
lessons and study materials, and will be
useful only for adult students that have an
analytical and reflective learning style and
make good use of the monitoring function.
Language learning fica limitado a um papel complementar, na forma de
materiais de apoio, aulas de apoio, etc., e ser til apenas para alunos
adultos que possuem um estilo de aprendizado analtico, baseado em
regras e racionalidade, e que conseguem monitorar sua produo oral
de forma moderada e eficaz.
FINAL CONCLUSIONS
Language learning will also be more
useful for languages with a higher level
of regularity, as well as in situations
where the number of students per
group cannot be reduced.
Language learning tende a ser mais eficaz tambm com lnguas
que possuem um nvel maior de regularidade, bem como em
programas onde o tamanho dos grupos no pode ser reduzido.
FINAL CONCLUSIONS
The efficient teaching of languages is not
that tied to a structured course of lessons
based on grammatical sequencing,
translation or oral drilling, nor does it
depend on technological resources.
O ensino de lnguas eficiente no aquele atrelado a um pacote
didtico predeterminado, gramaticalmente sequenciado,
baseado em traduo ou em exerccios orais repetitivos e
mecnicos, nem aquele que utiliza recursos tecnolgicos.
FINAL CONCLUSIONS
Efficient teaching is personalized, takes place
in a bicultural environment and is based on
the personal skills of the facilitator in building
relationships and creating situations of real
communication with comprehensible input
focusing on the learner's interests.
O ensino de lnguas eficiente aquele que personalizado,
em ambiente bicultural; que explora as habilidades pessoais do
facilitador em construir relacionamentos, oferecendo situaes
de comunicao real voltadas s reas de interesse do aluno,
com uma linguagem ao alcance do seu entendimento.
My preference for language acquisition
stems not only from my studies of theories
like Krashens, but mainly from how
perfectly it matches my own experiences.
APPENDIX
Minha preferncia pela assimilao natural de idiomas
provm no apenas de meus estudos de teorias como
a de Krashen, mas principalmente da perfeita
comprovao dessas teorias atravs de minhas
prprias experincias.
APPENDIX MY ACQUISITION OF ENGLISH
Except for the few English and French
lessons that I had in high school, I
never studied foreign languages for the
purpose of learning how to speak them.
Until 27 years of age, I was a perfect
Brazilian monolingual.
A no ser pelas poucas aulas de ingls e francs no
ensino mdio, eu nunca estudei lnguas estrangeiras
para aprender a falar. At os 27 anos de idade, eu era
um perfeito brasileiro monolngue.
At the age of 27, I
went to live and work
in the U.S. for 4
months. Two years
later I went again for
a period of 11
months. At the age
of 37 I went for the
third time for a period
of 18 months to
attend graduate
school and since
then Ive had contact
with native speakers
on a regular basis.
APPENDIX MY ACQUISITION OF ENGLISH
At the age of 19, my
Japanese wife came
to live in Brazil for 1
year. Two years
later she came back
for a period of 3
years. At the age of
30 she came for the
third time for a
period of 2 years and
when she was 34,
she came for good
and recently finished
college here.
APPENDIX MY WIFES ACQUISITION OF PORTUGUESE
Was born and lived in
Brazil up to 3 years old
From 3 to 6 in Japan
(kindergarten)
6 to 8 in the U.S.
(elementary school)
8 to 15 in Brazil
(elementary school)
15 to 16 in Japan
(high school)
16 to 19 in Brazil
(high school & college)
19 to 20 in the U.S.
(college)
20 to 22 in Brazil
(college)
22 to 24 in the U.S.
(working)
APPENDIX MY DAUGHTERS ACQUISITION OF LANGUAGES
24 to 29 in Brazil
29 to 30 in Japan
From 30 up to now she
works as a flight attendant
LANGUAGE LIVING-LEARNING CENTER
What is a Language Living-Learning Center (LLLC)?
Centro de Convvio Multicultural (CCM)
Social groups of people of different
nationalities interested in
languages and foreign cultures.
For the learner of foreign
languages a LLLC in Brazil
provides the opportunity to interact
with foreigners without the need to
travel abroad.
For the foreigner, a LLLC provides
accommodations, training, and a
Brazilian language and culture
program that includes Portuguese lessons, college courses and weekend
cultural trips.
LLLCs are authentic environments of the target language and culture.
They work like cultural exchange programs and provide natural acquisition
as a result of real interactions with native speakers, where the learner, as
an active player, develops the necessary communicative competence.
LLLCs are successful because the
members are naturally curious about
the foreign culture and attracted to the
complementing differences - and this
results in productive cross-cultural
relationships. The resulting
communication becomes a unique
experience of personal enrichment for
both sides.
LANGUAGE LIVING-LEARNING CENTER
Foreign participants are motivated by the uniqueness of the
Brazilian culture and the opportunity to learn Portuguese.
As native speakers of English, they play the role of carriers
and conveyors of their language and culture.
The EFL learner becomes familiar with the native spoken
language, learns to negotiate meanings, engages in
creative communication and develops functionality in the
target language. Comparing cultural values and
understanding the differences prevents stereotypes.
Cultural awareness makes the learner feel comfortable in
the presence of foreigners and exposure to accurate
language produces accuracy in addition to fluency.
LANGUAGE LIVING-LEARNING CENTER
LLLCs are organized in small groups that meet regularly
twice or three times a week. Each group is lead by a
speaker of the target language with teaching experience,
who is free to bring any activities that encourage
conversation. The school makes available a library of ESL
teaching materials, internet access, and other materials the
teacher may need. The teachers main responsibility is to
establish a personal connection with each learner.
There are also grammar workshops every week open to all
groups. The goals of these workshops are: to provide an
additional hour of native-spoken English; to make possible
getting acquainted with a different native speaker; to satisfy
some learners (or their parents) desire to learn grammar.
LANGUAGE LIVING-LEARNING CENTER
The school hires Brazilian teachers of Portuguese as
a second language to teach the foreign members.
LANGUAGE LIVING-LEARNING CENTER
Foreigners, Brazilian
teachers, school staff,
their partners,
students, and friends
are invited to join
weekend trips to
places of interest
twice a month.
The goal is to integrate cultures bringing together
foreign students of Portuguese and local students of
English in an informal atmosphere with a lot of
comprehensible input both ways.
The foreign participants are replaced by new ones
every semester or every year. The challenge of
building new relationships time and again
reinforces and makes possible the internalization
by the learner of the basic linguistic tools to
introduce oneself and socialize. It also provides
an enriched experience with people of different
backgrounds and different dialects.
LLLCs represent the perfect implementation of
Krashens Acquisition theory.
LANGUAGE LIVING-LEARNING CENTER
See http://www.sk.com.br/sk-ccm.html for more
(in Portuguese)
BILINGUAL LIVING-LEARNING CENTER
O Prof. Ricardo Schtz encontra-se disposio
para palestras sobre os temas abordados neste site.
Contatos pelo fone (51) 3715-3366 ou por e-mail:
sk@sk.com.br